Curry R H, Makoul G
Department of Medicine, Northwestern University Medical School, Chicago, Illinois 60611-3008, USA.
Acad Med. 1998 Jan;73(1):10-3. doi: 10.1097/00001888-199801000-00006.
A number of medical schools substantially revised their curricula in response to the GPEP Report, issued by the Association of American Medical Colleges in 1984. One of the most important areas of change has been in the way students are introduced to the professional skills and perspectives they will need to practice clinical medicine. A number of schools have recently developed interdisciplinary courses to accomplish this goal. Such courses may differ in scheduling, format, and focus, but they share a commitment to broadening skills and perspectives through experiential learning and small-group work. Most of these courses span the entire first two years of the curriculum, and some extend into the third and fourth years, blurring the line between the "preclinical" and "clinical" years. The near-simultaneous, largely independent introduction of major courses of this type into the curricula of some medical schools has gone largely unreported in the literature. This overview article discusses the origins of these courses and reviews the scope of the curricula now in place. Among the most comprehensive programs are those at Northwestern University, Oregon Health Sciences University, the University of California, Los Angeles, and the University of Nebraska, each of which is described and discussed in the following papers.
为响应美国医学院协会1984年发布的《研究生医学教育项目报告》，许多医学院对其课程进行了大幅修订。变革最重要的领域之一在于向学生介绍他们从事临床医学所需的专业技能和观点的方式。一些学校最近开发了跨学科课程来实现这一目标。这些课程在课程安排、形式和重点上可能有所不同，但它们都致力于通过体验式学习和小组合作来拓宽技能和观点。这些课程大多贯穿整个课程的前两年，有些还延伸到第三年和第四年，模糊了“临床前”和“临床”年份之间的界限。这种类型的主要课程几乎同时、在很大程度上独立地被引入一些医学院的课程中，这在文献中基本上没有报道。这篇综述文章讨论了这些课程的起源，并回顾了目前实施的课程范围。最全面的项目包括西北大学、俄勒冈健康科学大学、加利福尼亚大学洛杉矶分校和内布拉斯加大学的项目，以下几篇论文对每个项目都进行了描述和讨论。
